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We strongly believe that teaching has not become learning (by which we mean learning that has stuck i.e. embedded learning) unless the learner can independently answer questions on that learning a few months after teaching.
We don’t think practice can be counted as independent, if it only occurs within the lesson where the new learning occurs. Practice questions which merely require the learner to apply the skill/procedure(s) taught within the lesson shouldn’t count as independent practice. If all/almost all of each lesson is only used to teach learners new skills and practise only those skills, we are not giving learners enough independent practice. Lessons where the only skills practised are the skills taught are like teaching a child to ride a bike with stabilisers.
We believe that independent practice requires the learner to independently recognise what skills or procedures are required to answer a question and the measure of success is that the learner can independently and accurately apply the skills/procedures to answer similar questions. To enable learners to do independent+deliberate+retrieval practice, that is answer the questions in their timely practice assignment, learners will some times need help and feedback. The way we organise retrieval practice means there is enough time in the lesson for the teacher to give feedback and feedback is usually effective.
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This is a school wide responsibility, but teachers using timely practice will more quickly develop skills than with traditional maths teaching. Teachers using timely practice quickly develop effective feedback skills (because teachers get 10 to 15 minutes of deliberate practice - giving feedback - every timely practice lesson). Feedback-dialogue requires teachers to help learners change their thinking - which requires learners to think about their thinking - that’s meta cognition.
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